By Elaine Clanton Harpine

ISBN-10: 1461474159

ISBN-13: 9781461474159

ISBN-10: 1461474167

ISBN-13: 9781461474166

After-School Prevention courses for At-Risk Students deals pros a close framework for constructing and adorning after-school courses. Emphasizing a prevention concentration and a group-centered interactive process, the book's year-long version combines schooling and counseling, incorporating key healing pursuits to foster educational and behaviour abilities and decrease difficulties in and outdoors type. sensible step by step instructions for growing and imposing courses contain transparent rationales, instructive layout and case examples, and ready-to-use interventions. the writer additionally offers suggestions on developmental, gender, and cultural issues, the demanding situations of preserving development over the process the varsity yr, and the dealing with of critical studying and emotional difficulties.

Among the themes covered:

  • Organizing a group-centered after-school program.
  • Combining studying and counseling into one curriculum.
  • The function of motivation in an ongoing year-long program.
  • Group technique, self-efficacy, harmony: utilizing the foundations of change.
  • Interaction in a year-long program.
  • Solving difficulties and conflicts.

After-School Prevention courses for At-Risk Students is a necessary reference for scientist-practitioners, clinicians, and teachers in such disciplines as university psychology, early life schooling, social paintings, psychotherapy and counseling, and studying and instruction.

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Extra resources for After-School Prevention Programs for At-Risk Students: Promoting Engagement and Academic Success

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2. What happened to the rat? Spanish version: El Gato Sombrero Un gato negro que tiena un sombrero negro. El sombrero estaba sentado sobre un tapete. Un raton bronceado sentado en un sombrero negro. El gate le escupio al raton. El raton corrio rapio. Step 6: You may choose to either work the challenge step or go to the next station. Good job today. 14 1 Organizing an After-School Program ARE YOU READY FOR A CHALLENGE? Challenge Step: Now, it is your turn. You are the author. Write a story using only short ă sound words.

Even when they use diversified strategies and learning adjustments made for special needs, schools still only offer one method for learning (Riggs and Greenberg 2004). Students need more. The one-size-fits-all approach to learning and demand for documented change through mandated testing have destroyed teaching and learning as they should be conducted (Blaunstein and Lyon 2006). Numbers—test scores—do not always accurately measure student learning (Sternberg et al. 1997). Therefore, we want to look at individual change.

Do you need to sign a contract for use of the building space? Is there a cost? Restrictions? 4. Is your program free or do you charge a fee? Do you have a sliding scale for those who might need financial assistance? 5. Is your staff adequate for the number of children you wish to include in your program? 6. How many days a week is your program to meet? What hours? A Ready-to-Use Group-Centered Learning Center Intervention, Designing a Learning Center to Meet the Cultural Needs of Your Participants: The Hat Cat The example provided for this chapter stresses meeting the needs of your students.

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After-School Prevention Programs for At-Risk Students: Promoting Engagement and Academic Success by Elaine Clanton Harpine

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